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Adventures in Reading
Publisher: |
StudyDog Reading Software |
Subject: |
English-Language Arts
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Media Type: |
Software / Internet
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Grade(s): |
K, 1st, 2nd
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Posted: |
10/18/2007
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Website: |
http://www.studydog.com/productinfo.asp
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Purpose
This software/Internet resource provides skill development, practice, and assessment in English-Language Arts specifically in the area of reading for Kindergarten through second grade students who are at or below grade level, English Language Development, or Special Education, in a small group, individual user, large group, or computer lab situation.
Brief Description
Adventures in Reading Volume 1 & 2 provides systematic and explicit instruction in reading skills, supported by research, to help students having trouble learning to read succeed (National Reading Panel, 2000 & Preventing Reading Difficulties in Young Students, 1998). The program is designed specifically for struggling readers but it can provide reading instruction for any students enrolled in kindergarten through second grade. The program uses animations and interesting characters, in combination with a variety of different environments from "castles" to "caves," to engage students.
Content Standards
(LEGEND: D=Introduces and Provides for Systematic Development, P=Practice, A=Assessment)
Grade K
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Detail |
Domain: Reading |
Strand: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
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1.2
Follow words from left to right and from top to bottom on the printed page.
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D P A
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1.5
Distinguish letters from words.
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D P A
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1.6
Recognize and name all uppercase and lowercase letters of the alphabet.
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D P
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1.7
Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).
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D P
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1.8
Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).
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D P A
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1.9
Blend vowel-consonant sounds orally to make words or syllables.
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D P A
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1.10
Identify and produce rhyming words in response to an oral prompt.
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D P A
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1.11
Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
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D P A
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1.12
Track auditorily each word in a sentence and each syllable in a word.
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D P A
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1.13
Count the number of sounds in syllables and syllables in words.
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D P A
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1.14
Match all consonant and short-vowel sounds to appropriate letters.
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D P A
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1.15
Read simple one-syllable and high-frequency words (i.e., sight words).
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D P
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Strand: 2.0 Reading Comprehension
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2.2
Use pictures and context to make predictions about story content.
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D P A
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Domain: Listening and Speaking |
Strand: 2.0 Speaking Applications (Genres and Their Characteristics)
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2.2
Recite short poems, rhymes, and songs.
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D P
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Grade 1
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Detail |
Strand: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
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1.1
Match oral words to printed words.
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D P A
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1.3
Identify letters, words, and sentences.
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D P A
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1.4
Distinguish initial, medial, and final sounds in single-syllable words.
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D P A
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1.5
Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).
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D P A
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1.6
Create and state a series of rhyming words, including consonant blends.
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D P A
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1.7
Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).
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D P A
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1.8
Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).
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D P A
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1.9
Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat; /r/i/ch/ = rich).
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D P A
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1.10
Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.
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D P A
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1.11
Read common, irregular sight words (e.g., the, have, said, come, give, of).
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D P A
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1.13
Read compound words and contractions.
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D P A
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1.15
Read common word families (e.g., -ite, -ate).
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D P A
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1.16
Read aloud with fluency in a manner that sounds like natural speech.
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D P
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Strand: 2.0 Reading Comprehension
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2.1
Identify text that uses sequence or other logical order.
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D P A
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2.2
Respond to who, what, when, where, and how questions.
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D P A
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2.6
Relate prior knowledge to textual information.
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D P A
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1.3
Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.
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D P A
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1.7
Capitalize the first word of a sentence, names of people, and the pronoun I.
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D P
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1.8
Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly.
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D P A
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Strand: 1.0 Listening and Speaking Strategies
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1.1
Listen attentively.
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D P A
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1.2
Ask questions for clarification and understanding.
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D P A
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1.3
Give, restate, and follow simple two-step directions.
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D P
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Strand: 2.0 Speaking Applications (Genres and Their Characteristics)
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2.1
Recite poems, rhymes, songs, and stories.
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D P A
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2.2
Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
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D P A
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Grade 2
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Detail |
Strand: 1.0 Listening and Speaking Strategies
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1.8
Retell stories, including characters, setting, and plot.
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D P
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Profile Information
Catalogue Data |
Subject Area |
English-Language Arts
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Type |
Software Internet
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Grade(s) |
K, 1, 2
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Reading Level |
K
-
2
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Copyright Year |
2005
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Tech Support Phone |
503-643-4449 x108
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Version |
3.0
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Series Name |
Adventures in Reading with PreK Essential
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Media |
Internet Access Required
CD-ROM
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Instructional Data |
Predominant Instructional Mode |
Educational Game
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Special Student Populations Targeted by the ELR |
Special Education, Reading Below Grade Level, English Language Learners
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Instructional Setting |
Single Student, Small Group, Whole Class, Computer Lab
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Features |
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Student Technology Proficiency Skill Level |
Introductory
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Teacher Technology Proficiency Skill Level |
Introductory
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Languages Other than English |
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Technology Data |
Computer Hardware |
CD Drive, Sound Capabilities & Speakers
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Operating Systems |
Windows 98, Windows NT, Windows 2000, Windows XP, Windows Vista, Mac OSX
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System Requirements |
Minimum RAM Needed (in MB): 128Mb
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Internet Connectivity |
Internet Access Required
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Required Browser Plug-Ins |
Flash Player
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Supported Browser Versions |
Netscape 8.0 MSIE 5.0
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Internet Resource URL |
www.studydog.com
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Distribution Options |
Options |
Single Copy, Lab Pack
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Internet Distribution |
Subscription
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Demo URL |
http://www.studydog.com/preksample1.asp
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Additional Features
Instructional Design |
The resource allows opportunities for
student collaboration or cooperative learning.
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Universal Access Features |
Design principles for challenged learners.
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Design principles for advanced learners.
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Design principles for English Language learners.
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Assessment |
The resource monitors student, class or group progress in using the resource.
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The resource provides corrective feedback such as,
branching to skills or knowledge needing more
development or complexity as a result of student performance.
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The resource provides feedback to teachers which helps them determine student progress.
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The resource provides access for students to review their own progress in the resource.
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Technology |
The resource incorporates teacher-controlled features.
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Support Materials |
Technical support is available.
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Internet Access (if available) |
- None Selected - |
Abstract Information
ELR objectives and expected student outcomes
Students will be able to engage in:
Online reading assessments, including pretests and embedded instructional tests.
Personalized lessons to meet their specific reading needs.
Lessons validated and aligned with the recommendations of the National Reading Panel.
One-on-one instruction that is explicit and systematic.
Monitored and adjusted lessons to meet the emerging needs of the student.
Rewards and motivations.
Consistent, expert instruction in every lesson.
Lessons that are available at any time an Internet-connected computer is available.
Summary of student activities/functions made possible by the resource
Students start the game, played with their best friend "StudyDog," when they are called to Lost Island by the anthropologist Dr. Z. The island is in danger of falling into the hands of mysterious forces, and Dr. Z needs their help. They fly to Lost Island in Dr. Z's private plane, face obstacles, and pursue a quest to save the island. They meet and help many characters along the way, and solve problems presented in a game environment.
Students have the option of their own individual username and password.
Summary of teacher activities/functions made possible by the resource
Teachers can manage several students under a single Teacher account, using the "My Account" area. A list of students is shown with options for each student to: Start lesson, View Pre-Test Reports, View Progress Reports, and Add new features to the student account.
Teachers can use the multi-student account to launch each student's program from a single location requiring only a single password to start all students.
Teachers can use the CD-ROM version for classroom management features, and the online version for importing and exporting features and reports.
Summary of support material provided with the resource
A CD-ROM version of the software provides classroom management features; the online version enables importing and exporting features, and includes school and district reports.
Standards were reorganized to facilitate the systematic flow of the curriculum. The modifications were limited to preserve the intent of the original set of state standards. The resulting ordering of the standards into their respective grade levels was organized and placed into the following five groupings: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Text Comprehension.
Standards that reflected traditional study skills, including use of a dictionary, library skills, and environmental print were eliminated in order to keep focus on skills and knowledge that directly support reading comprehension. A standard was written for each cluster of the state standards, and either unique state standards were eliminated or a new cluster was developed. The criterion used was to focus on directly supporting reading comprehension.
Summary of research relevant to the Electronic Learning Resource, if available
Overview of the Validation and Effectiveness of the StudyDog Reading Program available at http://www.studydog.com/personalvalidation.asp
Reviewer Notes
Standards Notes |
- No Notes -
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Additional Features Notes |
- No Notes -
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Legal Compliance Notes |
- No Notes -
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Minimum Requirements Notes |
- No Notes -
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Publisher Information
Publisher Name |
StudyDog Reading Software
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Address |
9720 SW Nimbus Avenue
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City, State, Zip |
Beaverton, OR 97008
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Phone |
503-643-4449
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FAX |
503-643-3997
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Web Site |
www.studydog.com
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© 2007 California Department of Education
California Learning Resource Network (CLRN)
1100 H St.
Modesto, CA 95354
Phone: 209-525-4979
Fax: 209-525-4689
http://clrn.org
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